Dramatized Animal (or Bird) Hikes

Experience a year in the life of one of the following – squirrel, mouse, rabbit, fox, white-tailed deer, bear, beaver and chickadee. These are creative programs designed to provide students with a first-hand, realistic depiction of what these animals do during the course of a year. Students will move like these animals, forage for food, hide from danger and construct authentic animal shelters. We use music, story telling, drama and a host of other teaching techniques to foster an awareness and appreciation of our native animals and birds. One of our favourite programs!

Grade 2 : Science Curriculum Links *

Understanding Life Systems: Growth and Changes in Animals

Overall Expectations
2. investigate similarities and differences in the characteristics of various animals;
3. demonstrate an understanding that animals grow and change and have distinct characteristics.

Specific Expectations
2.2 observe and compare the physical characteristics (e.g., fur or feathers; two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and resources
2.3 investigate the life cycle of a variety of animals (e.g., butterflies, frogs, chickens), using a variety of methods and resources
2.4 observe and compare changes in the appearance and activity of animals as they go through a complete life cycle (e.g., frog, butterfly)
2.5 investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment, using various methods
2.7 use appropriate science and technology vocabulary, including life cycle, migration, adaptation, body coverings, and classify, in oral and written communication
3.1 identify and describe major physical characteristics of different types of animals (e.g., insects, mammals, reptiles)
3.2 describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment

Grade 4 : Science Curriculum Links *

Understanding Life Systems: Habitats and Communities

Overall Expectations
2. investigate the interdependence of plants and animals within specific habitats and communities;
3. demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.

Specific Expectations
2.1 follow established safety procedures for working with soils and natural materials (e.g., wear gloves when handling soils to set up a working terrarium)
2.2 build food chains consisting of different plants and animals, including humans
2.3 use scientific inquiry/research skills (see page 15) to investigate ways in which plants and animals in a community depend on features of their habitat to meet important needs
2.5 use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written communication
3.1 demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life (e.g., food, water, air, space, and light)
3.2 demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals)
3.3 identify factors (e.g., availability of water or food, amount of light, type of weather) that affect the ability of plants and animals to survive in a specific habitat
3.4 demonstrate an understanding of a community as a group of interacting species sharing a common habitat (e.g., the life in a meadow or in a patch of forest)
3.5 classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer)
3.6 identify animals that are carnivores, herbivores, or omnivores
3.7 describe structural adaptations that allow plants and animals to survive in specific habitats

* Curriculum links & expectations for this program are based on “The Ontario Curriculum, Grades 1-8: Science and Technology”